Clinical Teaching Tricks and Tips Julie Story Byerley, MD, MPH.

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<ul><li> Slide 1 </li> <li> Clinical Teaching Tricks and Tips Julie Story Byerley, MD, MPH </li> <li> Slide 2 </li> <li> Adult Learning Theory Adults are self-directed Want to set their own learning objectives Learn from experience Want knowledge that can be applied Learn best in an environment of mutual respect Want to evaluate their progress </li> <li> Slide 3 </li> <li> Adult Learning - Applied Teachers should coach, not prescribe Learners should participate, not watch Instruction should occur in the field, not the classroom Learning requires action, reflection, and feedback Jack Ende, assessing Adult Learning Theory as understood by John Dewey </li> <li> Slide 4 </li> <li> Take home point Its not about YOU as a teacher its about your student/resident as a LEARNER </li> <li> Slide 5 </li> <li> Case 1 The rotation change is today. You are coming on service with 2 interns who have been there 2 days and 2 students who have been there 3 days. The attending is a regular. How will you orient your team? </li> <li> Slide 6 </li> <li> Day 1 - Establish the Learning Environment Step into the role of educator Connect with the students, interns, and residents Establish your role with the attending Acknowledge that they are working to learn, grow, and improve Ask them what they would like to learn Use key words: TEACH, LEARN, FEEDBACK </li> <li> Slide 7 </li> <li> Clarify your Expectations Clarify the expectations at the first encounter How the learner will help you How you will help the learner BE SPECIFIC Provide details When, where, what, howyou want it How your attending wants it Challenge your learner in a supportive environment </li> <li> Slide 8 </li> <li> Talk with your neighbor What specifically will you say to orient your learners and establish your expectations? </li> <li> Slide 9 </li> <li> Case 2 You are working with a brand new student, and you have to go talk with a family others have described as difficult. You hope the student learns something, but you dont want to let the student cause trouble by saying anything inappropriate in this complex situation. How can you assure you do the talking, without the student feeling left out? </li> <li> Slide 10 </li> <li> Activated Observation Tell the learner what you want him/her to observe Debrief afterwards, allowing them to tell you what they saw </li> <li> Slide 11 </li> <li> Case 3 You are night float for the first time at Wake. Your intern has now worked with 4 different upper levels at night. How can you let her keep up with a system that works for her, but also be sure you teach her something? </li> <li> Slide 12 </li> <li> Label Your Teaching Here, let me teach you this. Have you learned..? because I have learned What can I teach you? I just taught you something. What did I teach you today? Name 3 things you learned </li> <li> Slide 13 </li> <li> Add because to the end of your sentence </li> <li> Slide 14 </li> <li> Strategies for Efficient Clinical Teaching Teach in small bites Teach through the work you are already doing Teach the patient in front of the student Think out loud Say Im thinking Illustrate your questions and find answers to those questions with your learners </li> <li> Slide 15 </li> <li> Case 4 You and a learner walk in to do what you thought was a routine admission for bronchiolitis, but you find the child much sicker than was billedyou see respiratory distress and need to quickly intervene. How can you assure the learner gets something out of the experience as well? </li> <li> Slide 16 </li> <li> Teachable Moments Talk about what is given to you Particularly applicable to procedures, the physical exam, and teaching of communication skills </li> <li> Slide 17 </li> <li> Case 5 You sent your student down to start the admission in the ED. You arrive and she has talked with the patient for about half an hour. How can you hear about the patient and teach your learner something along the way? </li> <li> Slide 18 </li> <li> The One Minute Preceptor </li> <li> Slide 19 </li> <li> One Minute Preceptor An interactive clinical teaching model Allows the learner to focus on knowledge that can be applied, establishing their background knowledge for you to add to </li> <li> Slide 20 </li> <li> One Minute Preceptor Skills Get a commitment What do you think is going on? Probe for supporting evidence Why do you think that? Teach general rules In this setting, the general issue is. Support what was done right I agree withbecause. Correct mistakes Next time also thinkbecause. </li> <li> Slide 21 </li> <li> Case 6 Surprisingly you only have 4 patients on service, and there are 4 learners on the team! How will you make the day worthwhile? </li> <li> Slide 22 </li> <li> Teaching Scripts Planned teaching scripts we are prepared to give when there is down time or when familiar scenarios arise Make a list of 5 and plan how you will address them </li> <li> Slide 23 </li> <li> Other Techniques in the Bag of Tricks Lit review What if the patient was? Role playpretend Im your attending. Teach the patient. Theme for the day </li> <li> Slide 24 </li> <li> Giving Feedback A Very Important Teaching Strategy </li> <li> Slide 25 </li> <li> How to Give Effective Feedback Set the climate and establish the expectations Make it routine (feedback Friday, daily feedback) Maintain the focus on improvement Deal with performance not performer In negative and positive feedback Focus on remediable behaviors Separate feedback from evaluation Give feedback all along Fill out an evaluation at the end </li> <li> Slide 26 </li> <li> Label Your Feedback Would you like some feedback on how you did? Heres some feedback. Let me give you some feedback that will improve your presentations. Your/our attending is going to wantlet me help you with some feedback Heres feedback - next time try this </li> <li> Slide 27 </li> <li> Giving Feedback Effectively: Content Demand self-assessment What did you do well? Where do you need to improve? Focus on behavior, not personality Relate feedback to goals and objectives Describe specifics, not generalizations Limit the quantity Correct one error at a time </li> <li> Slide 28 </li> <li> FEEDBACK Deal with performance not performer It took a long time Not you are slow The mother looked confused and unsettled Not youre a poor communicator This note doesnt accurately reflect the patients condition Not you are a terrible writer Keep the focus on what can be improved </li> <li> Slide 29 </li> <li> Conclusions Teaching is an expectation of your role as a resident Teaching will help you to learn Effective teaching will make your job easier Effective teaching will improve the care of your patients, and the enjoyment of your job </li> </ul>


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